27 ideas
| 8093 | Seek wisdom rather than truth; it is easier [Joubert] |
| Full Idea: To seek wisdom rather than truth. It is more within our grasp. | |
| From: Joseph Joubert (Notebooks [1800], 1797) | |
| A reaction: A nice challenge to the traditional goal of philosophy. The idea that we should 'seek truth' only seems to have emerged during the Reformation. The Greeks may well never have dreamed of such a thing. |
| 8095 | We must think with our entire body and soul [Joubert] |
| Full Idea: Everything we think must be thought with our entire being, body and soul. | |
| From: Joseph Joubert (Notebooks [1800], 1798) | |
| A reaction: Not just that thinking must be a whole-hearted activity, but that the very contents of our thinking will be better if it arises out of being a physical creature, and not just a disembodied reasoner. Maybe the bowels are not needed to analyse set theory. |
| 12124 | Metaphysics is the best knowledge, because it is the simplest [Bacon] |
| Full Idea: That knowledge is worthiest which is charged with least multiplicity, which appeareth to be metaphysic | |
| From: Francis Bacon (The Advancement of Learning [1605], II.VII.6) | |
| A reaction: A surprising view, coming from the father of modern science, but essentially correct. Obviously metaphysics aspires to avoid multiplicity, but it is riddled not only with complexity in its researches, but massive uncertainties. |
| 8107 | The love of certainty holds us back in metaphysics [Joubert] |
| Full Idea: What stops or holds us back in metaphysics is a love of certainty. | |
| From: Joseph Joubert (Notebooks [1800], 1814) | |
| A reaction: This is a prominent truth from the age of Descartes, but may have diminished in the twenty-first century. The very best metaphysicians (e.g. Aristotle and Lewis) always end in a trail of dots when things become unsure. |
| 12123 | Natural history supports physical knowledge, which supports metaphysical knowledge [Bacon] |
| Full Idea: Knowledges are as pyramides, whereof history is the basis. So of natural philosophy, the basis is natural history, the stage next the basis is physic; the stage next the vertical point is metaphysic. | |
| From: Francis Bacon (The Advancement of Learning [1605], II.VII.6) | |
| A reaction: The father of modern science keeps a place for metaphysics, as the most abstract level above the physical sciences. I would say he is right. It leads to my own slogan: science is the servant of philosophy. |
| 12119 | Physics studies transitory matter; metaphysics what is abstracted and necessary [Bacon] |
| Full Idea: Physic should contemplate that which is inherent in matter, and therefore transitory; and metaphysic that which is abstracted and fixed | |
| From: Francis Bacon (The Advancement of Learning [1605], II.VII.3) | |
| A reaction: He cites the ancients for this view, with which he agrees. One could do worse than hang onto metaphysics as the study of necessities, but must then face the attacks of the Quineans - that knowledge of necessities is beyond us. |
| 12120 | Physics is of material and efficient causes, metaphysics of formal and final causes [Bacon] |
| Full Idea: Physic inquireth and handleth the material and efficient causes; and metaphysic handleth the formal and final causes. | |
| From: Francis Bacon (The Advancement of Learning [1605], II.VII.3) | |
| A reaction: Compare Idea 12119. This divides up Aristotle's famous Four Causes (or Explanations), outlined in 'Physics' II.3. The concept of 'matter', and the nature of 'cause' seem to me to fall with the purview of metaphysics. Interesting, though. |
| 8099 | The truths of reason instruct, but they do not illuminate [Joubert] |
| Full Idea: There are truths that instruct, perhaps, but they do not illuminate. In this class are all the truths of reasoning. | |
| From: Joseph Joubert (Notebooks [1800], 1800) | |
| A reaction: A rather romantic view, which strikes me as false. An inspiring truth can suddenly collapse when you see why it must be false. Equally a line of reasoning can lead to a truth which need becomes an illumination. |
| 8098 | Truth consists of having the same idea about something that God has [Joubert] |
| Full Idea: Truth consists of having the same idea about something that God has. | |
| From: Joseph Joubert (Notebooks [1800], 1800) | |
| A reaction: Presumably sceptics about the existence of objective truth must also be sceptical about the possibility of such a God. I think Joubert is close to the nature of truth here. It is a remote and barely imaginable ideal. |
| 12121 | We don't assume there is no land, because we can only see sea [Bacon] |
| Full Idea: They are ill discoverers that think there is no land, when they can see nothing but sea. | |
| From: Francis Bacon (The Advancement of Learning [1605], II.VII.5) | |
| A reaction: Just the sort of pithy remark for which Bacon is famous. It is an obvious point, but a nice corrective to anyone who wants to apply empirical principles in a rather gormless way. |
| 8101 | To know is to see inside oneself [Joubert] |
| Full Idea: To know: it is to see inside oneself. | |
| From: Joseph Joubert (Notebooks [1800], 1800) | |
| A reaction: Extreme internalism about justification! Personally I am becoming convinced that 'know' (unlike 'believe' and 'true') is an entirely social concept. Fools spend a lot of time instrospecting; wise people ask around, and check in books. |
| 12117 | Science moves up and down between inventions of causes, and experiments [Bacon] |
| Full Idea: All true and fruitful natural philosophy hath a double scale or ladder, ascendent and descendent, ascending from experiments to the invention of causes, and descending from causes to the invention of new experiments. | |
| From: Francis Bacon (The Advancement of Learning [1605], II.VII.1) | |
| A reaction: After several hundred years, I doubt whether anyone can come up with a better account of scientific method than Bacon's. |
| 12127 | Many different theories will fit the observed facts [Bacon] |
| Full Idea: The ordinary face and view of experience is many times satisfied by several theories and philosophies. | |
| From: Francis Bacon (The Advancement of Learning [1605], II.VIII.5) | |
| A reaction: He gives as his example that the Copernican system and the Ptolemaic system both seem to satisfy all the facts. He wrote in 1605, just before Galileo's telescope. His point is regularly made in modern discussions. In this case, he was wrong! |
| 8094 | The imagination has made more discoveries than the eye [Joubert] |
| Full Idea: The imagination has made more discoveries than the eye. | |
| From: Joseph Joubert (Notebooks [1800], 1797) | |
| A reaction: As a fan of the imagination, I love this one. I suspect that imagination, which was marginalised by Descartes, is actually the single most important aspect of thought (in slugs as well as humans). Abstraction requires imagination. |
| 12126 | People love (unfortunately) extreme generality, rather than particular knowledge [Bacon] |
| Full Idea: It is the nature of the mind of man (to the extreme prejudice of knowledge) to delight in the spacious liberty of generalities, as in a champaign region, and not in the inclosures of particularity. | |
| From: Francis Bacon (The Advancement of Learning [1605], II.VIII.1) | |
| A reaction: I have to plead guilty to this myself. He may have pinpointed the key motivation behind philosophy. We all want to know things, as Aristotle said, but some of us want the broad brush, and others want the fine detail. |
| 8103 | A thought is as real as a cannon ball [Joubert] |
| Full Idea: A thought is a thing as real as a cannon ball. | |
| From: Joseph Joubert (Notebooks [1800], 1801) | |
| A reaction: Nice. The realisation of a thought can strike someone as if they have been assaulted, and hearing some remarks can be as bad as being stabbed. That is quite apart from political consequences. Joubert is good on the physicality of thinking. |
| 8100 | Where does the bird's idea of a nest come from? [Joubert] |
| Full Idea: The idea of the nest in the bird's mind, where does it come from? | |
| From: Joseph Joubert (Notebooks [1800], 1800) | |
| A reaction: I think this is a very striking example in support of innate ideas. Most animal behaviour can be explained as responses to stimuli, but the bird seems to hold a model in its mind while it collects its materials. |
| 8096 | He gives his body up to pleasure, but not his soul [Joubert] |
| Full Idea: He gives his body up to pleasure, but not his soul. | |
| From: Joseph Joubert (Notebooks [1800], 1799) | |
| A reaction: A rather crucial distinction in the world of hedonism. There seems something sincere about someone who pursues pleasure body and soul, and something fractured about the pursuit of pleasure without real commitment. The split seems possible. |
| 8104 | What will you think of pleasures when you no longer enjoy them? [Joubert] |
| Full Idea: What will you think of pleasures when you no longer enjoy them? | |
| From: Joseph Joubert (Notebooks [1800], 1802) | |
| A reaction: A lovely test question for aspiring young hedonists! It doesn't follow at all that we will despise past pleasures. The judgement may be utilitarian - that we regret the pleasures that harmed others, but love the harmless ones. Shame is social. |
| 8097 | Virtue is hard if we are scorned; we need support [Joubert] |
| Full Idea: It would be difficult to be scorned and to live virtuously. We have need of support. | |
| From: Joseph Joubert (Notebooks [1800], 1800) | |
| A reaction: He seems to have hit on what I take to be one of the keys to Aristotle: that virtue is a social matter, requiring both upbringing and a healthy culture. But we can help to create that culture, as well as benefiting from it. |
| 8106 | In raising a child we must think of his old age [Joubert] |
| Full Idea: In raising a child we must think of his old age. | |
| From: Joseph Joubert (Notebooks [1800], 1809) | |
| A reaction: Very nice, and Aristotle would approve. If educators think much about the future, it rarely extends before the child's first job. We should be preparing good grand-parents, as well as parents and employees. Educate for retirement! |
| 13304 | Learned men gain more in one day than others do in a lifetime [Posidonius] |
| Full Idea: In a single day there lies open to men of learning more than there ever does to the unenlightened in the longest of lifetimes. | |
| From: Posidonius (fragments/reports [c.95 BCE]), quoted by Seneca the Younger - Letters from a Stoic 078 | |
| A reaction: These remarks endorsing the infinite superiority of the educated to the uneducated seem to have been popular in late antiquity. It tends to be the religions which discourage great learning, especially in their emphasis on a single book. |
| 12125 | Teleological accounts are fine in metaphysics, but they stop us from searching for the causes [Bacon] |
| Full Idea: To say 'leaves are for protecting of fruit', or that 'clouds are for watering the earth', is well inquired and collected in metaphysic, but in physic they are impertinent. They are hindrances, and the search of the physical causes hath been neglected. | |
| From: Francis Bacon (The Advancement of Learning [1605], II.VII.7) | |
| A reaction: This is the standard rebellion against Aristotle which gave rise to the birth of modern science. The story has been complicated by natural selection, which bestows a sort of purpose on living things. Nowadays we pursue both paths. |
| 12118 | Essences are part of first philosophy, but as part of nature, not part of logic [Bacon] |
| Full Idea: I assign to summary philosophy the operation of essences (as quantity, similitude, diversity, possibility), with this distinction - that they be handled as they have efficacy in nature, and not logically. | |
| From: Francis Bacon (The Advancement of Learning [1605], II.VII.3) | |
| A reaction: I take this to be a splendid motto for scientific essentialism, in a climate where modal logicians appear to have taken over the driving seat in our understanding of essences. |
| 20820 | Time is an interval of motion, or the measure of speed [Posidonius, by Stobaeus] |
| Full Idea: Posidonius defined time thus: it is an interval of motion, or the measure of speed and slowness. | |
| From: report of Posidonius (fragments/reports [c.95 BCE]) by John Stobaeus - Anthology 1.08.42 | |
| A reaction: Hm. Can we define motion or speed without alluding to time? Looks like we have to define them as a conjoined pair, which means we cannot fully understand either of them. |
| 8105 | We can't exactly conceive virtue without the idea of God [Joubert] |
| Full Idea: If we exclude the idea of God, it is impossible to have an exact idea of virtue. | |
| From: Joseph Joubert (Notebooks [1800], 1808) | |
| A reaction: I suspect that an 'exact' idea is impossible even with an idea of God. This is an interesting defence of the importance of God in moral thinking, but it only requires the concept of a supreme being, and not belief. |
| 8102 | We cannot speak against Christianity without anger, or speak for it without love [Joubert] |
| Full Idea: We cannot speak against Christianity without anger, or speak for it without love. | |
| From: Joseph Joubert (Notebooks [1800], 1801) | |
| A reaction: This seems to be rather true at the present time, when a wave of anti-religious books is sweeping through our culture. Presumably this remark used to be true of ancient paganism, but it died away. Christianity, though, is very personal. |